It is essential to revise how political discourses and the administering of politics, not precisely within the school context but outside as well, interplay with the constitution of teacher subjectivities particularly in countries where education is highly influenced by sociopolitical factors without conscious acknowledgment from teachers. Commonly, as teachers, we are somehow expected to carry out our experiences and acts of teaching in a decontextualized fashion, ignoring our voices, needs and the realities of the students. This article aims at elaborating on two sociopolitical factors: politics framing education and sociopolitical imaginaries of teachers, retelling how they have interplayed in a case of teacher subjectivity constitution. I emphasize the need to explore and assess the impact of the sociopolitical discourses which aim at devaluing teachers and public education, and the images that have been assigned to teachers and teaching with the intention to frame and control.